Our virtual practicums currently include three types of digital, interactive learning tools that provide simulated learning environments:
- SchoolSims – digital branching simulations that allow learners to make decisions and explore their consequences in real time,
- ETIPS – digital case studies with realistic but hypothetical schools for students to practice root cause analysis and decision-making,
- Mursion – AI-enhanced, digital clinical simulations where students engage with school stakeholders in live interactions.
*For full list of available simulation cases in our virtual practicum, click here.
In addition to the tools used to create the simulated learning environment, there are instructor moves for implementing a virtual practicum in leadership preparation courses that encompass an effective pedagogical theory of action. To maximize student learning, the instructor moves operationalize an experiential learning cycle and briefing strategies that ensure students have opportunities to practice (apply knowledge) in a safe environment, to reflect on their decisions, and to create new plans of action.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
Below is one example of what an instructor’s theory of action for implementing a virtual practicum can look like in a leadership preparation course. You will note, prior to engaging with a simulation, students are pre-briefed on the purpose and affordances of virtual practicums, the topic of the simulation and how it relates to the course content, and given instructions on how to complete the assignment (including technical assistance), and then debriefed on their decisions, decision-making process, and self-reflection on the quality of effectiveness of their practice. The entire process guides students through an experiential learning cycle that facilitates analysis, drawing conclusions, and results in new experiences.
Pre-brief BEFORE the Simulation Experience:
- Lead a Discussion on the Purpose of a Simulation or Virtual Practicum
- Relate simulation’s core topic to your course’s topic(s) and leadership standards
- Discuss the learning benefits of using simulations:
- how varied school settings develop contextual knowledge
- how practicing decision making develops procedural knowledge
- how analysis of the simulation’s core topic develops declarative, procedural, or evaluation/decision-making knowledge
- Model the Assignment
- Demonstrate to students how to log in and start a simulation, navigate between scenes, etc.
- Complete one instructor-led case as a whole group activity
- Explain/elaborate upon the first case’s topic and key question
- Assign additional simulation for independent or partner practice
- At each decision point, ask students to consider:
- Determine the issue and guiding principles (e.g., frameworks/theory from class)
- Consider options and make a decision
- Repeat as necessary until end of simulation
- Define Engagement Quality
- Relate quality simulation engagement toindicators (e.g., your participation or discussion rubric) and to the development of decision-making skills and self-efficacy
Debrief AFTER the Simulation Experience to Foster Reflection & Thinking:
- Facilitate the Debriefing Discussion
- Discuss simulation decisions and/or decision making steps
- Discuss stakeholders that were involved or should have been involved
- Discuss required declarative knowledge needed for decision
- Discuss alternatives and you would do next time
- Sample Guiding/discussion questions:
- “What is good about this choice?”
- “What are potential problems with this choice?”
- “Did you select different options? Which and why?”
- “How does this scenario apply to your work environment?”
- Provide Timely and Actionable Student Feedback
- Use scoring criteria/scores to generate feedback/scores to students
- Encourage students to test their new conceptualizations through additional practice with the simulation—Act
- Reflect and Respond to Your Instruction
- Make data-informed educational interventions (additional lecture, discussion, etc.) to meet student needs and learning goals
